The Graduate
Education Program is designed to provide knowledge and understanding
of the basic foundations and theories of education as well as
advanced training in specific fields. The curriculum objectives seek
to promote a blending of theory and practice to assist students who
seek advancement within their chosen field in education, public
service or private industry.

The comprehensive program at
CSU Dominguez Hills includes Master of Arts degrees, Credential
Programs and Certificate programs. In two instances, M.A. programs
and credential programs may be combined.

Features

The Graduate
Education curriculum is designed to meet the needs of the full-time
working professional by offering a full program of courses in the
late afternoon and evening. Courses are offered so that degree
requirements may be completed on a part-time basis over a period of
two - four years. Each student works closely with an advisor to plan
a program that meets the individual needs of the student. The urban
location of the University provides a unique opportunity for working
with a diverse cultural and ethnic population both in classes and in
field experiences.

Academic
Advisement

Students will work
with an advisor when they are admitted
to the Graduate Education Department for a specific program
(master’s degree, credential, or certificate). Students who are
uncertain about which program best meets their professional goals
may meet with the department chairperson to discuss the range of
options.

The student must
confer with the advisor each semester prior to registration to
insure that the student is taking the appropriate course work in the
proper sequence.

Requirements for
Admission to the Graduate Programs in Education

Admission as a
classified graduate student in Education requires:

1.Admission to the University.

2.A baccalaureate degree from a regionally accredited college
or university. Exception: The Physical Education Administration
option requires a baccalaureate degree in Physical
Education/Kinesiology.

3.A minimum of 2.75 grade point average in the last 60 units of
upper division course work attempted or a Miller’s Analogies Test
(MAT) score of 40 or above in lieu of the 2.75 GPA. Exception: The
Counseling and Educational Administration (Tier I) Options require a
minimum of 3.00 grade point average in the last 60 units of upper
division undergraduate coursework or a 3.00 grade point average in
all undergraduate coursework (including the last 60 units) or a
score of 500 or better on the MAT on a combined score of 1000 or
better on the GRE.

4.Three letters of recommendations from individuals who can
evaluate the applicant’s potential for graduate study. Exception:
The Educational Administration (Tier I) Option requires two letters
of recommendation with one being from the applicant’s site
supervisor, the principal, or designee.

5.A
personal interview with a faculty advisor or interview committee, or
attendance at a Pupil Personnel Services Program orientation.

6.Completion of Graduation Writing Assessment Requirement
(GWAR) within the first semester.(MA only)

7.The Counseling and Educational Administration Options and
Pupil Personnel Services Credentials require a typed two-three page
“Statement of Purpose” as part of the application packet.

Admission
Procedures

Students are strongly urged to
apply by May 1 for the fall semester and November 1 for the spring
semester; however, applications are accepted beyond those dates if
room for new students exists. Exception: Deadlines for applications
for admission to the Counseling Option are April 1 for fall semester
and October 1 for spring semester.

Students applying to
the Educational Administration Program should apply by April 1.

All prospective
graduate students, including CSU Dominguez Hills graduates, must
file the following with the CSU Dominguez Hills Admissions Office:

1.An application for admission and a supplemental application
for graduate admissions.

2.Two sets of official transcripts from all colleges and
universities attended other than CSU Dominguez Hills.

3.A separate application with a copy of each transcript for the
specific program to the Graduate Education Office.

A decision regarding
admission will be made upon completion of university and program
admission requirements.

Classified
Standing

Students who satisfy
all the requirements of program admission will be admitted with
Classified Standing. Students accepted with Conditional Standing
will have a semester to meet the conditions for Classified Standing.
Upon completion of specified conditions, students must request that
a Postbaccalaureate/Graduate Change of Objective form be filed by
their advisor on their behalf.

Degree
Requirements

The Master of Arts
Degrees in Education require completion of 30 units or more of
course work with a minimum 3.0 grade point average. A minimum of 21
semester units must be completed in residence. Courses taken
previously may be used to meet the course content requirements of a
graduate program if they have been completed within the seven years
immediately preceding the completion of the requirements for the
degree. However, no courses may apply toward the required number of
units of approved graduate work that have been used to meet the
requirements of another degree. Please note the counseling option
requirements.

Students may take up
to seven years to complete the course work, including the thesis or
exams. Course work that does not meet the seven-year deadline will
have to be repeated and/or replaced by other courses with the
approval of the program advisor.

A Graduation Writing
Assessment Requirement must be met by all students prior to
classified standing. This requirement can be met on the CSU
Dominguez Hills campus by attaining a passing score of “8” on the
GWE or with a passing grade of at least a “B” in one of the
certified courses on this campus. Education students typically take
English 350 to meet this requirement.

In addition to the
major requirements, students must meet all university requirements
for the master’s degree. Students should consult the section of the
catalog entitled “Requirements for the Master’s Degree.”

Completion of
Degree

Prior to the
completion of 21 semester units (including core courses) the
graduate student must select one of the following alternatives
unless otherwise specified:

Alternative I:
Course work and Thesis (30 or more units)

1.
Complete approved program with a minimum of 24 units of course work
with at least a B (3.0) average (including core courses).

2.
Complete approved thesis or creative project (3 to 6 units). See
advisor for thesis preparation guidelines. Students must have the
approval of a faculty thesis advisor prior to enrolling for thesis
credit.

Alternative II:
Course work and Examinations (30 or more units)

1.Complete an approved program of 30 units of course work with
at least a “B” (3.0) average (including core courses).

2.Pass a comprehensive written examination. After completion of
all course work or during the last semester of course work, the M.A.
degree candidate may apply to take the comprehensive examination.
There is only one retake opportunity.

The M.A. in
Education masters-only options extend the knowledge of teaching and
learning for practicing educators. The Curriculum & Instruction
Option prepares candidates to become teacher-leaders, within and
outside of the classroom. The Science Emphasis within Curriculum &
Instruction will increase both the content knowledge and teaching
skills of science educators. The Multicultural Option enhances
skills in teaching English Language Learners, which comprise a
majority of students in local schools. Candidates in the Technology
Based Education Option gain a broad range of skills in the effective
use of technology to enhance learning. An Individualized Option is
available to qualified candidates; for information contact Dr. James
Cooper (310 243-3961).

Degree
Requirements

A.Core Courses
(9 units)

GED 500.Research Methods in Education (3)

GED 501.Seminar in Learning and Development (3)

GED 503.Socio-Cultural Issues in Education (3)

Curriculum and
Instruction Option (30 units)

A.Prerequisite Courses

(Does not count
towards 30 unit requirement)

TBE 520.Introduction to Computers in Education (3) or

TED 420.Computer Literacy for Teachers (1) or

An equivalent course or competency

B.Core Courses (9 units)

C.Required Courses (6 units)

CUR 510.Process of Curriculum Development (3)

CUR 519.Advanced Study in Curriculum Research and Instructional
Practices (3)

D.Select one course from the following (3 units):

CUR 515.Seminar in Curriculum Development in Reading and the Language
Arts (3)

CUR 516.Seminar in Curriculum Development in Science and Math (3)

CUR 517.Seminar in Curriculum Development in the Humanities and
Social Sciences (3)

E.Electives (12 units): Select 12 units from Education or the
teaching subject areas with the approval of an advisor.

The MA in Curriculum
and Instruction degree has science education as an emphasis
integrated within its course of study.The
science education emphasis is designed to give experienced and
currently engaged science educators the opportunity to examine and
enhance skills associated with the teaching and learning of science.The course work will prepare individuals to assume
professional leadership with a renewed opportunity to examine the
curricular, pedagogical and recent research issues associated in
developing, implementing, and evaluating science instructional
programs for urban schools and public centers.
The enhanced skills and knowledge in science education will prepare
individuals to perform in the capacity of an expert teacher, coach,
district science coordinator, resource person, or a science
education specialist in non-academic settings such as industry,
public relations, nature facilities, museums, and zoos.

NOTE:Students should take CUR 510 after the completion of GED 501.Students are eligible to enroll for CUR 519 (Capstone) course
after the completion of CUR 510 and 24 units in the program.Advisor’s approval is required to enroll in the course

AND

D.Electives (12 units): Select 12 units of (400 or 500) level
science content courses which can be taken only on advisor approval.No more than 9 units may be at the 400 level.(Dr. Furtado 310-243-2743).Please Note:Twenty-one unites must be completed in residence for the MA.(i.e. is taken after formal acceptance to the program).A Comprehensive Examination or Thesis/Project is required.Website:www.csudh.edu/coe.Please Note:The university catalog is
available online or can be purchased at the CSUDH Bookstore.

Multicultural
Option (30-36 units)

A.Core Courses (9 units)

B.Required Courses (6 units)

MUL 520.The Teaching of English to Speakers
of Other Languages (3)

MUL 525.Bilingual-Multicultural Teaching Methods (3)

C.Select 2 courses from the following (6 units)

MUL 505.Assessment of Second Language Learners (3)

MUL 508.Language Acquisition in an Urban Setting (3)

MUL 511.Cultural Diversity in America (3)

MUL 521.Seminar in Mexican American
and Hispanic Education (3)

MUL 533.Action Research for Urban Educators (3)

MUL 544.Urban Materials Design and Development (3)

D.Electives (9 units): Select
nine units from Education, and other CSUDH graduate level course
work with the approval of an advisor.

E.Culminating Experience (0-6 units)

GED 599.Thesis (6) or

MUL 591.Advanced Multicultural Studies (0, 3) and

Comprehensive Exam (0)

Technology Based
Education Option (30 units)

A.Core Courses (9 units)

B.Prerequisite Course
(Does not count toward the 30 unit requirement)

TBE 520.Introduction to Computers in Education (3) or an equivalent
course or competency.

The Administrative
Services Credential Program at CSU Dominguez Hills is designed to
prepare educators for leadership positions in elementary and
secondary schools and certain district level positions. The program
is comprised of two tiers. The first tier, the Preliminary
Administrative Services Credential, authorizes service in positions
serving grades kindergarten through 12. A valid Preliminary
Administrative Services Credential is required for admission to the
second tier (Professional Administrative Services Credential
program). Before the Professional Administrative Services Credential
can be granted, the candidate must be employed in a position
requiring a valid Administrative Services Credential for a minimum
of two years. Every effort is made to integrate credential and
master’s degree program for the benefit of the students.

Preliminary
Administrative Services Credential (33 units)

This program is a standards
based program for urban school leaders.

Admission
Requirements

1.Three years full-time teaching experience in a public or
private school or three years experience in pupil personnel
services.

2.A 3.0 grade point average in last 60 units of college work, a
score of 500 or better on the MAT or a score of 1000 or better on
the GRE, General Aptitude Test.

3.A position that is 100% out of the classroom, and requires a
preliminary administrative services credential.

4.The recommendation of CSU Dominguez Hills, verifying
completion of professional standards and 2 years of administrative
experience. All work must be completed while the applicant is
employed in a position requiring the preliminary administrative
services credential.

EAD 581.Principles of Professional Administrative Practice:
Six Themes (3)

EAD 582.Professional School Leadership: Post-Assessment (2)

Counseling
Option (48-51 units)

The M.A. in Education:
Counseling Option program prepares candidates for careers in a
variety of counseling organizations. These organizations include two
and four year colleges and universities and public and private
service agencies. The program is designed to provide candidates with
a broad conceptual knowledge base in theory and to help candidates
develop specific counseling skills applicable to a wide range of
counseling areas. M.A. candidates often pursue concurrently a
credential program in Pupil Personnel Services which is required to
function as a school counselor or school psychologist in the public
schools.

Admission
Requirements

All applicants will
be applying for the Master’s degree (unless they already hold a
Master’s degree), as well as the credential in school counseling.
However, completion of the requirements for either or both
credentials will be the candidate’s prerogative.

Admission to the
program does not automatically guarantee completion of the degree
program, fieldwork, or a credential, if there are any interpersonal,
intrapersonal, or psychological disorders that might inhibit the
effectiveness of the Candidate’s role as a School Counselor.

A.Admission to the University:

(See requirements for admission to the university in the
Office of Admissions and Records or the University Catalog).

B.Admission with Conditionally Classified Status: (Verification
of Items #1-7 are required to be filed in the Graduate Education
office before the applicant will be reviewed for admission in the
program. The GWAR requirement must be met within the first semester
of classes.)

1.Admission to the university.

2.A baccalaureate degree from an accredited college or
university.

3.A minimum of 3.0 or better grade point average in the last 60
units of upper division undergraduate coursework and all
undergraduate coursework.

4.Three recommendations from individuals who can evaluate the
applicant’s potential for graduate study.

5.A two or three page “Statement of Purpose.”

6.Small group interview.

C.Admission with Classified Status:

Candidates who have satisfied all of the requirements of
program admission with conditionally classified status, who have
successfully completed the non-repeatable course PPS 525, Group
Dynamics for Personal Growth, and the remaining two preliminary
courses, qualify for Classified Standing in the program. Candidates
who do not successfully complete the preliminary courses will be
disqualified from the program. The PPS Faculty will require the
fulfillment of a Remediation Plan before the Candidate can reapply.
After one year, from the time of receiving a failing grade in any of
the preliminary courses, the Candidate may reapply to the program if
they have satisfactorily completed the Remediation Plan.

Pupil Personnel
Services Credential

The central mission of the
Pupil Personnel Services Program in School Counseling is to equip
educators with the knowledge and the skills to promote the personal,
social, and academic development of multi-cultural and
linguistically diverse pupils in the public schools.

Admission
Requirements

All applicants will
be applying for the Master’s degree (unless they already hold a
Master’s degree), as well as the credential in school counseling.
However, completion of the requirements for the credential will be
the candidate’s prerogative.

Admission to the
program does not automatically guarantee completion of the degree
program, fieldwork, or credential, if there are any interpersonal,
intrapersonal, or psychological disorders that might inhibit the
effectiveness of the Candidate’s role as a School Counselor.

A.Admission to the University:

(See requirements for admission to the university in the
Office of Admissions and Records or the University Catalog.)

B.Admission with Conditionally Classified Status: (Verification
of Items #1-7 are required to be filed in the Graduate Education
office before the applicant will be reviewed for admission in the
program. The GWAR requirement must be met within the first semester
of classes.)

1.Admission to the university.

2.A baccalaureate degree from an accredited college or
university.

3.A minimum of 3.0 or better grade point average in the last 60
units of undergraduate coursework and all undergraduate coursework.

4.Score of 1000 or better on the Graduate Record Examination
(GRE) General Aptitude Test or 500 or better on the MAT if GPA is
less than 3.0.

5.Three recommendations from individuals who can evaluate the
applicant’s potential for graduate study.

Candidates who have satisfied all of the requirements of
program admission with conditionally classified status, who have
successfully completed the non-repeatable course PPS 525, Group
Dynamics for Personal Growth, and the remaining two preliminary
courses, qualify for Classified Status in the program. Candidates
who do not successfully complete the preliminary courses will be
disqualified from the program. The PPS Faculty will require the
fulfillment of a Remediation Plan before the Candidate can reapply.
After one year from the time of receiving a failing grade in any of
the preliminary courses, the Candidate may reapply to the program if
they have satisfactorily completed the Remediation Plan.

Requirements for
the Credential Programs

A.Continuous Enrollment

Students are required to enroll in either a regular course or
GED 600 continuous enrollment course every semester.

B.A minimum grade “B” in all coursework.

Candidates must maintain a “B” in all coursework.

C. Maintaining
Ethical and Professional Standards

Candidates must adhere to all ethical and professional
standards required of the university, professional organizations,
and/or accrediting affiliations associated with the degree.
Candidates must, at all times, demonstrate high quality
interpersonal skills with faculty, staff, fellow students, and
others in their field experiences. If candidates fail to meet this
requirement, they are subject to disqualification from the program.

D.Time Limit on Coursework.

Candidates must complete all of the requirements for the
degree or credential within seven years.

The Pupil Personnel
Services (PPS) Credential in School Counseling is designed to
prepare candidates to function as key members of an educational team
seeking to optimize pupil’s academic, social-emotional, and career
development. The training required for the PPS Credential prepares
professionals to work in public schools in California. The courses
in this program are accredited by the California Commission on
Teacher Credentialing (CCTC). The master’s degree is required to
enter this program.

Prerequisite Course
(3 units)

SPE 460.Introduction to Special Education (3)

Preliminary Course
(3 units)

PPS 525.Group Dynamics for Personal Growth (3)

A.Core Courses
(9 units)

GED 500.Research Methods in Education (3)

GED 501.Seminar in Learning and Development (3)

GED 503.Socio-Cultural Issues in Education (3) (for MA only)

(The core courses above must be completed with grade “B” or
better to be fully admitted into the program and before any
additional courses may be taken)

B.Foundations (21 units)

PPS 505.Human Diversity (3)

PPS 508.Multicultural and Legal Issues in Counseling and School
Psychology (3)

PPS 512.Consultation and Collaboration in
Multicultural Settings (3)

PPS 515.Counseling Theories

PPS 520.Principles of Education
and Psychological Assessment (3)

PPS 535.Seminar in Career and Vocational Guidance (3)

C.Advanced Counseling (15 units)

PPS 530.Seminar in Techniques of Individual Counseling (3)

PPS 540.Seminar in Techniques of Group Counseling (3)

PPS 545.Counseling Children, Youth and Families (3)

PPS 550.Violence Prevention and Crisis Intervention (3)

PPS 554.Counseling Practicum (3)

D. Comprehensive
Examination or Thesis (0-6 units) (To be taken prior to field
experience)

Comprehensive Exam
(0 units) or

GED 599.Thesis (6)

E.Field Experience (6 units) (For PPS credential only)

Following MA degree completion, PPS candidates must take:

PPS 575.Fieldwork in School Counseling (6)

G.Child Welfare and Attendance Specialization (optional) (3
units)

PPS 557.Child Welfare and Attendance (CWA) (3)

Technology Based
Education Certificate (15 units)

The Technology Based
Education Certificate program consists of five courses for a total
of 15 semester units. The Certificate should be of interest to
educators from a variety of backgrounds; including elementary
teachers, special educators, administrators, and college
instructors. Many already hold the M.A. or Ph.D. degree and simply
want to gain a computer based education capability without enrolling
in another degree program.

The credit value for
each course in semester units is indicated for each term by a number
in parentheses following the title. For course availability, please
see the list of tentative course offerings in the current Class
Schedule.

Graduate
Education

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to
enrollment in graduate (500 level) courses.

GED 500Research Methods in Education (3).

Examination of
assumptions and techniques of educational research. Review of
pertinent research studies emphasizing their applicability to
educational problems. Statistical concepts, research methodology and
computer applications are included.

GED 501Seminar in Learning and Development (3).

Theory, research
and practice related to learning and development. Emphasis on
biological and psychological factors in individual differences.
Includes study of affective and cognitive development. Three hours
of seminar per week.

GED 503Socio-Cultural
Issues in Education (3).

Examines the total
process of socialization and the effects of cultural determinants on
human development and learning. Considers the school as an agent of
socialization. Change agent role of school personnel is explored.

GED 512Values and Teaching (3).

Exploration of
philosophical literature as it relates to values in education.
Development of values from early childhood to adolescence.
Exploration of personal values. Methods and procedures for teaching
values in the classroom.

GED 594Independent Study (1-3).

Independent study
undertaken under the supervision of a faculty member. Repeatable
course.

GED 595Special Topics in Education (1-3).

Topics vary by section and
semester. See class schedule for title and prerequisites. Repeatable
course. Three hours of seminar per week.

GED 599 Thesis
(1-6).

Prerequisite:
Consent of Advisor.

The student will
execute an individually planned research effort or a creative
project. Students work under individual supervision with assigned
faculty. May be repeated up to six units.

GED 600 Graduate
Continuation Course (0).

Graduate students
who have completed their course work but not their thesis, project,
or comprehensive examination, or who have other requirements
remaining for the completion their degree, may maintain continuous
attendance by enrolling in this course. Signature of graduate
program coordinator required.

Teaching/Curriculum

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to
enrollment in graduate (500 level) courses.

CUR 510Process of Curriculum Development (3).

Designed to review
contemporary developments in curriculum theory and practice. Course
will include experience in development of units of instruction, and
the development of criteria for evaluating published curriculum
materials.

CUR 513Literature for Children and Adolescents (3).

Principles of
instructional and curricular theory as they apply to the teaching of
literature in preschool and grades K-12. Analysis of literary
devices and sequential development of ability to analyze and
appreciate good literature. Emphasizes development of critical and
analytic skills in diverse school environments.

CUR 515Seminar in Curriculum Development in Reading and the Language
Arts (3).

Prerequisite: TED
403 or TED 406.

Review of current
developments in curriculum theory and practice for Reading and the
Language Arts. Includes development of instructional units and use
of evaluation criteria for published materials. Three hours of
seminar per week.

CUR 516Seminar in Curriculum Development in Science and Math (3).

Review of current
developments in curriculum theory and practices for science and
math. Includes development of instructional units and use of
evaluation criteria for published materials. Three hours of seminar
per week.

CUR 517Seminar in Curriculum Development in the Humanities and
Social Sciences (3).

Review of current
development in curriculum theory and practice for the humanities and
social sciences. Includes development of instructional units and use
of evaluation criteria for published materials. Three hours of
seminar per week.

CUR 519Advanced Study in Curriculum Research and Instructional
Practices (3).

Prerequisite: CUR
510.

Intensive study and
evaluation of research in selected curriculum areas. Emphasizing
designing and implementing innovative curricular and related
instructional improvements. Requires student to demonstrate
effective instructional leadership and problem solving skills in
multiethnic school environments. May be repeated up to six units.

CUR 555Seminar: Introduction to National Board Preparation (3).

This course
specifically targets candidates applying for certification by the
National Board for Professional Teaching Standards. These standards
will be utilized throughout the course in establishing what
accomplished teachers should know and be able to do. Students will
develop clear and convincing evidence that Standards are being
employed in their own practice.

This course
specifically provides ongoing, advanced preparation for candidates
applying for certification by the National Board for Professional
Teaching Standards. Students complete portfolio entries based on
rigorous standards published by the Board, including videos, action
research and documentation of effective and reflective practice.
Students should be preparing to take National Board exam during
semester in which they take CUR 556.

Multicultural

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to
enrollment in graduate (500 level) courses.

Study of current
theory and research in language acquisition including an
introduction to linguistic subsystems, developmental stages, and
factors impacting first and second language acquisition. Emphasis
will be placed on the relevance of theory and research in an urban
setting.

MUL 511Cultural Diversity in America (3).

Examines
contemporary diverse populations in America and their influence on
American educational institutions. The analysis of historical
contributions and cultural influences on the macro-culture provide
insight into our multicultural society.

MUL 520The Teaching of English to
Speakers of Other Languages
(3).

Issues and
problems, techniques, procedures, and materials for teaching the
dominant language (standard English) to the bilingual and to the
bi-dialectal.

MUL 521Seminar in Mexican American and Hispanic Education (3).

Explores the
socio-cultural basis for the past, present and future status of
Mexican Americans and Hispanics with emphasis on legal and political
issues. Content and methodological innovation as well as judicial
and legislative actions will be analyzed in depth. Issues relating
specifically to education will be analyzed in this course. Three
hours of seminar per week.

MUL 522Teaching Reading and Literacy in Spanish (3).

Designed to prepare
bilingual teachers to use effective methodology to teach literacy
and reading to Spanish-speaking bilingual (Spanish-English)
children. It includes examination of youngsters’ readiness skills in
Spanish, and the analysis of different methods to teach reading in
Spanish.

Development of
research skills needed to conduct both quantitative and qualitative
“action research” in an urban multicultural setting. Topics include
research question formation, research design identification, data
gathering techniques, display and analysis of data, creating an
action plan, dissemination of information.

MUL 544Urban Materials Design and Development (3).

Development of
skills necessary to design effective instructional materials for
urban learners. Using principles of the “systems approach” and
building upon research, theory, and best practices, students will
create materials to meet the needs of ethnically and linguistically
diverse learners.

MUL 591Advanced Multicultural Studies (3).

Designed for
students completing the MA in Education, Multicultural Option.
Students will synthesize and interrelate diverse areas of study
which comprise the masters degree by conducting bibliographic
research, writing critical essays and development training sessions
for school, staff and community individuals.

Technology Based
Education

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to
enrollment in graduate (500 level) courses.

TBE 518Current Topics in Educational Technology (3).

Prerequisite: TBE
520.

Provides
information about topics of current interest in educational
technology. Course content and requirements vary by semester.

Prepares students
to use both paint and object-oriented graphics, word processing and
desktop publishing software in preparing educational materials.
Prepares the teachers who are students of this course to teach these
skills to their pupils in the public schools.

TBE 540Programming Applications for Educators (3).

Prerequisite: TBE
520.

Fundamentals of
computer programming logic using LOGO and web page development.
Emphasis is on instructional design and the creation of
classroom-related materials.

The role and
function of administrative theory in the operation of American
public schools. The study of the development and implementation of
major educational efforts; philosophical bases of differing
administrative principles and policies, historical context of
contemporary management problems/issues.

EAD 506Law and Ethics in Public Education (3).

Examines statutory
regulations relating to pupils and school personnel, including legal
and ethical provisions for school personnel. Use of community
resources of a legal and/or social nature for handling problems
pertinent to public education.

An overview of
public school personnel administration with a specific focus on
personnel practices including state, local and federal policies and
regulations governing certification and classified personnel; state
laws governing credentialing, retirement, and collective bargaining.

EAD 550Pre-Assessment, Induction (2).

Students will
develop an induction plan designed to meet the individual’s needs as
an instructional leader. The induction plan will include the
assessment of the individual’s professional needs to become and
urban school leader. Students will analyze the CCTC Program
Standards and the ISLLC national standards and plan and create their
professional development plan.

EAD 551Visionary Leadership (3).

Recommended
prerequisite: EAD 550 or concurrent enrollment.

Students facilitate
the development, articulation, implementation and stewardship of a
vision of teaching and learning that is shared and supported by the
school community. Coursework and fieldwork focus on the vision audit
through collecting data, constructing profiles, and aligning
resources.

Students learn how
to advocate, nurture and sustain a school culture and instructional
program conducive to student learning and staff professional growth.
Coursework and fieldwork focus on the implementation of state
adopted academic content standards, frameworks as well as assessment
and accountability systems.

Students learn how
to ensure the management of the organization, operations and
resources for a safe, efficient, and effective learning environment.
Coursework and fieldwork focus on the study and application of
organizational theory that reflects effective leadership.

EAD 554Collaborative Leadership (3).

Recommended
prerequisites: EAD 550, EAD 551, EAD 552, and EAD 553.

Students will learn
to work effectively with families, caregivers and community members;
recognize the goals and aspirations of diverse families; respond to
diverse community interests and needs. Through coursework and
fieldwork, student will examine and evaluate their attitudes toward
people of different races, cultures, and ethnic backgrounds.
Students will focus on improving student achievement regardless of
race, culture, or socio-economic status.

EAD 555Ethical Leadership (3).

Prerequisites: EAD
550, EAD 551, EAD 552 and EAD 553.

Students will
examine, practice and model a personal code of ethics, including
protecting the rights and confidentiality of students, staff, and
families. Students will practice professional leadership capacity,
including shared decision-making, problem-solving and conflict
management and foster those skills in others. Through coursework and
fieldwork, students will have multiple opportunities to model
personal and professional ethics, integrity, justice and fairness.

The student will
learn about political, societal, economic, legal and cultural
influences on schools. Through these interconnections, the student
develops the ability to understand, respond to, and influence the
larger political, social, economic, legal and cultural context of
schools and leadership. The student will learn how to view himself
or herself as a leader and as a member of a team by engaging in
course work and field work that provide opportunities to both lead
and work collaboratively.

Students provide
evidence of their competency in all CCTC Program Standards and all
six of the CPSELs. The course-ending formative assessment and
program-ending summative assessments of their field-based project
and portfolio will become part of the students’ school leadership
electronic portfolios. CR/NC grading.

EAD 560Fieldwork A, Preliminary Leadership (2).

Recommended
co-requisites: EAD 550, EAD 551, EAD 552, and EAD 553.

Supervised field
experiences at the school level to include actual job performance in
both supervision and administrative work. Students will demonstrate
competencies specified in approved programs. CR/NC grading.

EAD 561Fieldwork B, Preliminary Leadership (2).

Recommended
co-requisites: EAD 554, EAD 555, EAD 556 and EAD 557.

Supervised field
experiences at the school level to include actual job performance in
both supervision and administrative work. Students will demonstrate
competencies specified in approved programs. Second semester of two
part course. CR/NC grading.

EAD 570Supervision of Instruction (3).

Prerequisites: GED
501 and CUR 510 are recommended.

Historical
development and trends of super vision in an educational setting.
Current practices and leadership behaviors necessary for the
improvement of instruction, staff development, and the evaluation of
teaching-learning effectiveness. Students will demonstrate
competencies in the approved credential program.

EAD 571School Management and Finance (3).

Prerequisite: EAD
574 is recommended.

The course will
focus on decision-making, planning, goal setting, use of research in
management, utilization of resources, school finance concepts,
funding and budgeting, office and plant management, use of computers
in management, and administration of specially funded programs.
Students will demonstrate competencies in approved credential
program.

Induction plan is
designed to meet individual beginning administrator needs:
assessment of individual professional development needs, interests,
job responsibilities, and career goals are documented; creation of
individual performance goals/plan of specific strategies for
achieving these goals; under direction of university mentor.

Study of the
organization and administration of public school systems and the
influences of governmental, political, and social forces in the
control and development of educational policy making. Special
emphasis on the uniqueness of California. Students will demonstrate
competencies in approved credential programs.

EAD 575Organizational Theory and Behavior (3).

Human behavior in
an organizational context will be studied by exploring group process
skills, group management skills, human relations and group dynamics,
cooperative planning practices and considerations in designing staff
training programs. In addition, advanced theory and applications in
achieving compromise and consensus, and informing coalitions will be
presented.

EAD 576Instructional Leadership (3).

Learning and instructional
research theory together with strategies that meet diverse pupil
needs will be presented. This focus includes the exploration of
cultural values, language diversity, bilingual instruction,
multicultural and societal needs for improvement of curriculum.
Emphasis on the assessment of teaching effectiveness and staff
performance, educational trends and issues, and the use of support
services to improve instruction will be included.

EAD 577Management and Human Material Resources (3).

Legal implications
of contracts, site and district level funding and budgeting,
contract management, the organization and function of school
districts, and political forces on educational practice will be
presented. In addition, emphasis will be placed on personnel
policies, staff utilization patterns, and short and long-term
planning procedures.

EAD 578Evaluation and Technology (3).

Competency in
computer applications for administration, technology applied to
instructional practices, and attendance accounting will be the goals
of this course. Students will study conditions affecting evaluation
of pupil learning outcomes to instructional goals.

EAD 580Professional School Leadership: Pre-Assessment, Induction
(2).

The candidate, the
university faculty member, and the site mentor together develop a
professional credential induction plan for the support and
professional development for the candidate based on the six themes
of the 2004 CCTC Professional Standards.

EAD 581Principles of Professional Administrative Practice: Six
Themes (3).

Co-requisite: EAD
580.

This course has a
strong conceptual base and is organized to address principles of
administrative practice per CCTC’s six thematic areas.
Specialization and individualization occur by determining
specialized strands and individualized learning opportunities as
specified in the candidate’s induction plan. CR/NC grading.

EAD 582Professional School Leadership: Post-Assessment (2).

Prerequisite: EAD
580 and EAD 581.

The expectations
developed in candidate’s induction plan aligned are assessed to
determine if the CCTC professional standards are satisfied.
Candidate expectations will be different for each candidate,
depending on past experiences, current job assignments, and future
development goals and plans.

EAD 589 The Contemporary
American Principalship (3).

The school
administrator as a personnel leader in the school organization;
techniques of administrative control; strategies in leadership;
major topics such as collective bargaining grievance procedures,
mediation, fact-finding, and the role of the administrator in these
educational events.

EAD 596 The
Professional and Ethical Imperatives of Administrative Leadership
and Practice (3).

Prerequisite:
Administrative or supervisory position.

The nature and
conduct of ethical administrative practice, planning and
policymaking; fundamental approaches to ethics in administration and
the work of chief school executives/officials; investigation of
major ethical issues in administrative practice and analyses of
ethical policies.

Pupil Personnel
Services

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to
enrollment in graduate (500 level) courses.

PPS 505Human Diversity (3).

Prerequisite: GED
500, GED 501 and PPS 525.

Examines issues
regarding psychosocial reactions to variations in individuals of
different life styles toward an understanding and respect for
diversity. A critical look at stereotyping and social issues; the
nature of prejudice; necessity for advocacy; implications for
counselors.

PPS 508Multicultural and Legal Issues in Counseling and School
Psychology (3).

This course will
provide an examination of ethical, legal and professional issues in
counseling and school psychology, as well as implications for
minority group and cross-cultural counseling.

PPS 512Consultation and Collaboration in Multicultural Settings (3).

Prerequisite: GED
500, GED 501 and PPS 525.

Prepares counseling
students to apply knowledge of theories, models, and processes of
consultation, and understand the difference between consultation and
collaboration. Skill development in communication, interpersonal,
and problem-solving abilities while working with teachers,
administrators, families, and other community professionals.

PPS 515 Counseling Theories (3).

Major counseling
theories examined and the competencies of each developed for use in
helping relations. Emphasis on application in educational and public
settings.

PPS 520Principles of Educational and Psychological Assessment (3).

Examines individual
and group standardized tests. Course includes an examination of test
theory, test bias, techniques and theories for understanding
affective, cognitive, and behavioral characteristics of students.
Three hours of seminar per week.

PPS 525Group Dynamics for Personal Growth (3).

Provides a personal
growth experience for students based on readings and group
participation. The experiential aspects of the course will provide
the basis for an analysis of group dynamics and application of
techniques for understanding self and others, as well as developing
good interpersonal skills. CR/NC grading. Non-Repeatable.

PPS 530Seminar in Techniques of Individual Counseling (3).

Prerequisite: PPS
515.

An advanced course
in counseling techniques appropriate for use in educational and
community settings. Students will practice various counseling
techniques used to establish a positive relationship with clients
and assist them in making desired life changes. Three hours of
seminar per week.

PPS 535Seminar in Career and Vocational Guidance (3).

Prerequisite: PPS
510.

Theory and practice
of vocational and career guidance. Includes review of current
research, sources of vocational information, and practices
appropriate for career counseling, including career information.
Three hours of seminar per week.

PPS 540Seminar in Techniques of Group Counseling (3).

Prerequisites: PPS
515 and PPS 530.

An advanced course
in group counseling techniques appropriate for use in educational
and community settings. Developmental issues as they relate to
counseling. Approaches for remedial and preventive counseling. Three
hours of seminar per week.

PPS 545Counseling Children, Youth and Families (3).

Prerequisites: GED
500, GED 501 and PPS 525.

Advanced techniques
appropriate for counseling children youth and families. Exploration
of developmental and socio-cultural issues. Prepares counselors for
an eclectic approach to assisting children, youth and families in
problem-solving.

PPS 550Violence Prevention and Crisis Intervention (3).

Prerequisites: GED
500, GED 501 and PPS 525.

Intensive training
in prevention/intervention strategies for educational and community
settings with an emphasis on reducing risks associated with violence
and crisis.

PPS 554School Counseling Practicum (3).

Prerequisites: GED
500, GED 501 and PPS 525.

Supervised practice
using individual and group counseling interventions for academic,
social, emotional, and behavioral problems of children and youth.
Candidates participate as leaders of simulated student study teams.
CR/NC grading. Three hours of seminar per week.

PPS 556Functional Analysis and Behavior Change (3).

Prerequisites: PPS
512 and PPS 564.

In this advanced
course, candidates apply behavioral theory in the analysis of the
antecedents, consequences, and functions of serious behavior
problems from an ecological perspective. Procedures for designing,
implementing and evaluating the effectiveness of academic and/or
behavioral accommodations or intervention programs are an emphasis
in this course, as are the creation of positive interventions, and
the teaching of replacement behaviors based on legal mandates.

PPS 557Child Welfare and Attendance (3).

Prerequisites: PPS
505, PPS 550, and PPS 554.

Provides knowledge
and skill in program leadership and management, collaboration and
partnerships, assessment and evaluation of barriers to student
learning and monitory Average Daily Attendance, utilizing legal and
procedural strategies associated with building maximum levels of
school attendance. CR/NC grading.

PPS 559Assessment Theory and Techniques for Linguistically and
Culturally Different (3).

Prerequisites: SPE
560, SPE 460 and PPS 520.

Theories and
techniques for assessing pupils with diverse cultural and linguistic
backgrounds. Issues related to second language development,
bilingual, cognitive language development and socio-linguistic
factors affecting language usage. Three hours of seminar per week.

PPS 562Practicum in School Psychology I (3).

Prerequisite: PPS
520.

Administration,
scoring and beginning interpretation of tests of psychological
processing and ability/cognition as well as alternative instruments
and measurements. Candidates demonstrate appropriate assessment
practices through supervised practice. Experiences shadowing
credentialed school psychologists and providing service learning
within the public school setting is required for 150 hours or more.

Interpretation of
ecological evaluations for pupils from diverse backgrounds with an
emphasis on cross validation of results. Observations, review of
records, interviews, and assessment results are considered when
complete psycho-educational evaluations are written and orally
presented with recommendations, goals and objectives.

PPS 566Practicum in School Psychology II (3).

Prerequisite: PPS
520, PPS 530, PPS 562
and PPS 564.

Preschool
Assessment and experience with additional standardized and
alternative methods appropriate for school aged children.
Presentation of cases for simulated IEP meetings. Advanced
experiences shadowing school psychologists and service learning
within the public schools brings practica total to 450 hours.

PPS 571Multicultural Case Study Methods in School Psychology (3).

Prerequisites: PPS
520, PPS 562 and PPS 564.

Issues related to
second language development and the assessment of English Language
Learners are applied in case studies. Appropriate selection of
ecological evaluations, recommendations, and standards based goals
continue for a variety of eligibility categories. Simulated IEP
meetings require oral presentation.

Differential
diagnosis of Autism, emotional disturbance and behavioral disorders.
Administration and interpretation of assessments appropriate for
these disabilities. Specialized interventions such as discrete
trial, social stories, TEACCH, and floor time are an emphasis.
Classroom observations for specialized classroom management
approaches and motivational systems.

PPS 575Fieldwork in Counseling (6).

Prerequisite:
Consent of instructor.

Field experience
directly related to functions and responsibilities of certificated
school counselors. Experience in two different settings, including a
cross-cultural experience, is required. CR/NC grading. Repeatable
course.

PPS 576Advanced Research Methods for School Psychologists (3).

Prerequisite: GED
500.

Review and critique
of educational research and the major approaches to educational
research for the School Psychologist. Proposals for action research
projects and program evaluations are created which may be later
implemented during thesis projects and or credential internship or
fieldwork.

PPS 577Internship in School Counseling I (3).

Prerequisite:
Consent of Instructor.

For students with
arrangements with the public schools for emergency credential. A
beginning experience in the field as a certified school counselor in
multicultural settings at the elementary or secondary level.

PPS 578Internship in School Counseling II (3).

Prerequisite: PPS
577.

An advanced
experience in the field as a certified school counselor.
Arrangements completed with public schools for emergency
credentials.

PPS 585 Fieldwork for School Psychologists (3).

Prerequisite:
Consent of instructor.

Supervised training
in elementary and secondary school settings. Students must complete
a minimum of 90 days of fieldwork and meet competency requirements
in psycho-educational assessment, planning and evaluation,
counseling, consultation, and behavior management. Course is
repeatable for credit until all competencies are completed. CR/NC
grading. Repeatable course.

Infrequently
Offered Courses

The following
courses are scheduled only on a “demand” basis. Students should
consult the department office for information about the next
scheduled offering.

GED 592Education Course Work Synthesis (3).

Designed to assist
the graduate student completing the M.A. in education to integrate
previous course work and to research new material in preparation for
the master’s exam. For all options. May not be used as credit toward
the M.A. CR/NC grading. Three hours of seminar per week.

Supervised field
experiences at the school level to include actual job performance in
both supervision and administrative work. Students will demonstrate
competencies specified in approved programs. CR/NC grading.
Repeatable course. Three hours of seminar per week.

PPS 510Leadership and Development of Educational Systems (3).

Prerequisite: GED
500, GED 501 and PPS 525.

Overview of
effective leadership in student development and pupil personnel
services programs. Examination of leadership role in planning,
organizing, implementing managing and evaluating the systemic and
comprehensive counseling and guidance programs that are part of an
overall school plan.